Police responses to Cyber stalking, Cyber bullying and...

Police responses to Cyber stalking, Cyber bullying and misuse of Social Media

The Bosworth Project

Rationale behind the Project

The ACPO guidance Children and Young PeopleStrategy 2010 to 2013

within the first page states

There is a wealth of evidence which lists the risk factors that predict the likelihood of vulnerability as well as well as future offending patterns.



The evidence also shows the earlier the intervention the more effective it will be leading to improved trust and confidence in the Service.

We appreciate the Police are part of a much larger team who provide services to young people, however

Too often these services can run in parallel, rather that in tandem to each other

Ian McPherson QPM



The web link below gives the full document:

http://www.acpo.police.uk/documents/children/2010/201007CYPANS02.pdf

An early guide which is still part of ACPO thinking is contained in the Safer Schools Partnerships Guide 2009 which through

http://www.acpo.police.uk/documents/children/2010/201007CYPANS02.pdf



Implementation aimed to keep young people safe

Reduce crime and the fear of crime and

improve behaviour in schools and their

communities.


http://www.acpo.police.uk/documents/children/2009/200906CYPSSP01.pdf

http://www.acpo.police.uk/documents/children/2009/200906CYPSSP01.pdf



The NPIA document released in 2010

Local Policing guide for early intervention and

prevention of youth crime and anti-social

behaviour

develops some of the practical applications of

police and youth intervention



The document appeared to fail to recognise the benefit of

very close collaboration within a formal school setting but seemed to

ignore the core rationale and practice contained within

The Safer Schools document above.


http://www.acpo.police.uk/documents/children/2010/NPIA%20Practitioner%206th.pdf

http://www.acpo.police.uk/documents/children/2010/NPIA Practitioner 6th.pdf



The Reading the Riots interviews, comprising 1.3m words of first-person accounts from people who took part in disturbances in London,

Birmingham, Liverpool, Nottingham, Manchester and Salford,

are full of references to the police.

.



Asked "Do the police in your area do a good or bad job?",

only 7% of Reading the Riots respondents said "excellent" or "good" – compared with

56% of respondents to the same question in the British Crime Survey.



The police is the biggest gang out there.

This view of the police, or variations of it,

Emerged frequently in 270 interviews of people

Who took part in Augusts' riots across cities in England.



The worst street disturbances in decades were, according

to many of the people who caused them,

"anti-police" riots. Researchers were aware that wider

anti-state sentiments might crystallise around negative

comments about the police, but

In many cases interviewees had specific stories,

some dating back to their childhoods, in which they

claimed to have been treated unjustly.



One 17-year-old Muslim, who was in full-time work in

Tottenham, north London, and took part in the riots,

told researchers of

an episode when he was stopped by police on his

way to school when he was 13:

"One of them said to the other one: 'Mate, why

don't you ask him where Saddam [Hussein] is.



He might be able to help out.'

They're supposed to be law enforcement.

I hate the police. I don't hate the policing system,

I hate the police on the street.

I hate them from the bottom of my heart."



Another rioter, aged 34 and also from north London,

described an incident when he was aged 12,

claiming he was thrown into a police van,

handcuffed, beaten, kicked, spat on .

In later life he said he had never "gotten over

[his anger] with the police"



One reason for hostility towards the police could be that

two-thirds of those interviewed said

they had been cautioned by police or convicted of an

offence in the past.

The riots provided a long-sought opportunity for settling

scores; rioters spoke of "payback".



The longer articles are produced below as web links for further reading:

http://www.theguardian.com/uk/series/reading-the-riots

http://www.theguardian.com/uk/series/reading-the-riots



And for the specific article on Reading the Riots:

http://www.theguardian.com/uk/2011/dec/05/reading-the-riots-methodology-explained

The texts and comments above evidence the need for very close and practical police,

school and community interaction , involvement and proper partnership working.

http://www.theguardian.com/uk/2011/dec/05/reading-the-riots-methodology-explained



Chris Parkinson the Head Teacher of Bosworth Academy puts it very well when he states

the collaboration thus far has enabled Us to

enhance community cohesion, reduce anti-social behaviour and build positive relationships.



The initial stages of the project ran from April 2012 to December 2012 where the following processes and procedures were followed

1 Police visits were generated from incidents notified by the Academy through the command and control system ( Storm ) and dealt with under routine procedures



2 Irregular visits generated by the Police where the beat officer visited the Academy due to being in the area at the time

3 Irregular visits generated by the Managing Learning Team ( MLT ) where the team required some limited Police advice



4 Regular monthly visits to the School where the front reception office was used to

hold advertised beat surgeries which were open to the wider community

5 Regular monthly visits to the School where the front reception office was used to hold

advertised student and teacher and parent surgeries which were targeted specifically to the School community (This was from September 2012 to December 2012 )



From January 2013 to March 2014 the following processes and procedures were adopted

1 Police visits were generated from incidents notified by the Academy through the command and control system ( Storm ) and dealt with under routine procedures

as well as any other incidents generated from the City and County BCU which involved students from the



2 A purpose furnished Police Office was fully kitted out with Police IT systems and

Safe storage equipment to enable Police Officers to

Use it as a base from which to work. The office was also used as a drop in location for students

To discuss issues on at first a fortnightly basis then a weeklybasis.



3 An integrated system was commenced between MLT the Senior Leadership Team ( SLT ) and the Academy Police Officer ( APO ) to

Enable the top 10 students who were causing problems within the School Community to be helped using a

Multi agency framework



4 High Visibility patrols were commenced at times when Police presence would be more noticeable

By the student population i.e. start and cease times , break and lunch times and between class times so that visibility of the APO

Would become the rule as opposed to the exception within the school community.



5 Staff briefings were held to outline the role and responsibility of the APO and also

Ensure staff were confident in asking for assistance regarding students behaviour and general well being



6 Police Social Media Training ( PSMT ) was completed for all Year 10,11 and 12 students where a

Unique programme of Power Point and You Tube presentations were designed and delivered by the APO.

It is likely this programme will be used on a Regional basis by other educational establishments.



7 Visits to FHQ departments was arranged by the APO MLT and Learning Hub ( LH ) team for some students identified at point 3 above top 10 students who were causing problems within the School Community

So that further barriers could be broken down and young hard to reach students

Given a fresh insight into what the Police do.



8 Safeguarding issues were under constant review and practise within the school with

Early intervention and advice offered to the school by the APO.

9 Once a term meetings were held with communities and the local Parish Council to further engage the local community and

Explain the role and purpose of having the Police Office in School 9 which is now accessible 24 hours a day 365 days a year.



10 Sessions have been run for students where the APO has given inputs on Traveller Issues

Drugs Misuse

Homophobic and

Other Hate crimes



The report below was sent to Chief Supt Thomas when the project at Bosworth Academy had been running unofficially for about 4 months.

As a result of the work completed by myself and Chris Parkinson a formal meeting at FHQ took place where it was agreed a Police Officer should work out of the school 1 day a fortnight and

Deal with Cross BCU issues ( City and County) as well as any other School community and Outside School community issues from April 2012.



In January 2013 a fully functioning Police Office was made available by the Academy where

Secure IT systems were installed along with the

Necessary security equipment and storage facilities.



I am writing in order to bring to your attention the recent work of PC Sean Hannigan (PC1189) in regard to the college.

I feel this to have been a particularly effective example of how two public services can work together to enhance community cohesion and reduce anti-social behaviour.

I would urge you to consider ways in which such partnerships can be further promoted and enhanced.



Once again social networking magnified the issue and there was a series of confrontations between large groups of young people on a Friday night at Fosse Park and later in Braunstone.

Your officers were called as a matter of emergency to both of these incidents which took up considerable resources on a no doubt busy Friday evening



The aftermath of these incidents inevitably spilled over into the college and took up significant energy in dealing with it.

We had a number of incidents where young people -who were not members of the college - came onto our grounds in search of one of our students.

This is difficult for us to deal with as we have little hold over members of the public.



We involved PC Sean Hannigan whose professionalism, understanding and interest in helping,

Have had a considerable positive impact. He spoke to a number of the principal protagonists and their parents and explained

How legal process could and would be used to support the school if their antisocial behaviour persisted



Most importantly he has been able to ‘call in’ to the college at critical times.

He is now a familiar sight to many of our students and able to build relationships with them by being able to

Engage with our young people in a positive context.



This will undoubtedly pay dividends when he or other officers meet these individuals in a different context or a Saturday evening in the community.

PC Sean Hannigan has gone out of this way (sometimes in his own time) to support the college, and

I strongly believe his actions have saved significant police time out of college.



As a result of this experience I would like to explore ways that we can continue to work together and strengthen the working relationship between the college and community policing.

We have 1350 students aged 14-18 from Braunstone to Twycross on our site, 7 hours a day, 5 days a week who largely spend their time positively engaged.



This strikes me as a fantastic opportunity to enhance community cohesion, reduce anti-social behaviour and build positive relationships.

I look forward to continuing to work with PC Sean Hannigan this academic year.

I would be delighted to discuss this matter further or supply any additional details that would be helpful.



The Future

Mr Parkinson's words ring in the ears of the APO MLT SLT and more importantly the Community and Students alike.

Enhance community cohesion, reduce anti-social behaviour and build positive relationships .



The Project is still very young and developing. Like any project it required nurturing, guidance and a determination to succeed.

However in the tight financial climates we all find ourselves in the issue of cost verses results must form part of the analysis.



The cost effectiveness of the project can be measured in some respect if we use a typical example of an assault that occurred in the Academy.

This was caught on CCTV and dealt with very quickly by MLT and the APO.

With the early intervention and the ability to get the offender and parent into school for interview as well as keeping the other party informed of progress the saving on police resources was as follows.



No use of Call Management 20 minutes, No requirement to send Officers 60 minutes to take the 9 witness statements 9 hours ,No requirement to arrest. 5 hours

The outcome was not only satisfactory for the person assaulted but the rest of the School Community could see how the Policing side of the project worked.

15 minutes with the APO or

15 hours 20 minutes with the System

.



At the start of the project the exception was having the Police in School where there was shock and awe because it usually meant trouble was not far away.

Now it is the exception not to see the Police in School. Some students previously met Police when they had either been in trouble or were a victim of crime.



There was a hesitancy to even talk to the Police. Now such open chats have become the Norm......This is the true benefit of the Project especially when measured against the comments of 2 of the participants of

Reading the Riots Interviews who at a young age experienced the Police in a very negative way. Sometimes we under estimate the value of early intervention and communication with the young.



An episode when he was stopped by police on his way to school when he was 13

Another rioter, aged 34 and also from north London, described an incident when he was aged 12

I will leave the last word to a student who I met in My Police Office last week



You know what Sean....you are different to the other Police I meet.

I can talk to you and on level ground. I didn't like having Cops in School but you make time for Me.

I am not bothered talking to you now or dropping in. I like having you in my school.

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